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Assessing Computer Knowledge in Senior High School: a Case Study of the Upper East Region in Ghana

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Assessing Computer Knowledge in Senior High School: a Case Study of the Upper East Region in Ghana Journal of Mathematics and Statistics 5 (4): 287-297, 2009 ISSN 1549-3644 © 2009 Science Publications Assessing Computer Knowledge in Senior High School: A Case Study of the Upper East Region in Ghana 1Oladejo, N.K. and 2I.A. Adetunde 1Department of Applied Mathematics and Computer Science, University for Development Studies, Navrongo, Ghana 2Department of Mathematics, University of Mine andTechnology Tarkwa, Ghana Abstract: Problem statement: This study contracted with assessing the knowledge of computer in Senior High Schools of the Upper East Region in Ghana. Approach: Data collected by means of administration of questionnaire brings out the level of computer knowledge expected from a student completing a Senior High School in the Upper East Region in Ghana. 140 sample students from 8 districts were selected for the study. Results: Hypotheses were tested at α = 0.05 while the analyses of data were presented through SAS and SPSS. General Linear Model (GLM), post ANOVA and Least Significant Difference (LSD) were also used. Conclusion: The study revealed that an average student in Senior High School of the Upper East Region can not pass in computer subject. The research further revealed that gender has no influence on the level of computer knowledge of a student. This indicates that the level of computer knowledge of males and females is not significantly different. Key words: Computer knowledge, senior high school, variance, ANOVA, grade, hypothesis, percentage, gender INTRODUCTION with no computer knowledge can still make a very good grade in integrated science. Computers are powerful educational tools that Looking at the importance of computers in this modern when properly employed will undoubtedly transform World has necessitated the need to assess the level of Ghana educational system by changing the contents of computer knowledge a student completing senior high education and the nature of learning processes in Senior school acquires before completion. Secondary Schools in Ghana. Computers have the This study then wish to determine the level of potential to help students to solve problems, think for computer knowledge a senior high school student themselves and collaborate with others. Some critics of acquires before completion, establish the differences in computer knowledge of senior high schools students educational technology have drawn conclusions for across districts, establish if any of the differences in current educational technology based upon previous computer knowledge between males and females of technologies. Others have argued that technology will senior high schools, establish if the presence of a never influence learning Oppenheimer , Postman, Tyack [1,3-5] computer laboratory has got an influence on level of and Cuban, Clark . These criticisms have been the computer knowledge in senior high schools and lastly catalyst for research into instructional methods and generate data for future research. educational technology, as they must be linked by the [2] very nature of education Kozma . Computer science is Research hypothesis: Attempts were made to test the a sub set of integrated science which is made up of following hypotheses: introductory biology, physics, agriculture, chemistry and computer in senior high schools in Ghana. Hypothesis one: Districts versus Districts Students completing senior high schools are Ho1 : There is no significant difference in the level of therefore not fully assessed on basic computer computer knowledge across districts of the Upper East knowledge as it forms a very small integral part of their Region. external assessment in integrated science. A student Hypothesis Two: Males versu s Females Corresponding Author: Oladejo, N.K., Department of Applied Mathematics and Computer Science, University for Development Studies, Navrongo, Ghana 287 J. Math. & Stat., 5 (4): 287-297, 2009 [9,10] Ho2 : There is no significant difference in the level of inequalities in ICT distribution ; lack of information computer knowledge between Males and Females. regarding the distribution of ICT; low levels of literacy Hypothesis three: Schools with computer laboratory in general and lack of relevant content and technology versus Schools without computer laboratory applications to meet the needs of diverse societies[12,14] . Ho3 : Students from schools with computer laboratory Educational policy makers, Non-Governmental and student from schools without computer laboratory Organizations (NGO), bilateral and multilateral donor have the same level of computer knowledge. organizations and school administrators are making the collective efforts to promote ICT in Ghanaian Historical background on introduction of computers secondary schools. Because of the efforts of NGOs and and ICT into senior secondary schools (senior high donor organizations in particular, ICT facilities have schools) in Ghana: The application of Information and extended to some schools. Communication Technology (ICT) in schools is The National ICT Policy and Plan Development perceived as a means for transforming teaching and Committee met with the President and members of the learning processes and has thus been met with significant National House of Chiefs on Thursday, the 28th of enthusiasm. The developing world also perceives ICT as November 2002 as part of the National Consultative a tool that will promote socioeconomic, political and exercise aimed at developing an ICT-driven socio- sustainable development. This perception underpins the economic development policy and plan. During the introduction of computers and the internet in some meeting some of the key comments and observations secondary schools in Ghana. made by chiefs are the following: Computer literacy is not an optional luxury but a There is no doubt that ICT could play a major role fundamental part of the development needs of the in facilitating Ghana’s development. There is a need for school and of the country as a whole. It is a key to the the country to embrace ICT if it is to achieve its goal of improving performance on the West African developmental goals in the new information age. Examination Council (WAEC) exams, notably in Math, The Ghana ICT for accelerated development Integrated science and English. It can be a useful process is extremely important and this could lead to educational tool for all areas of the syllabus. the reconstruction of the economy. Computer literacy advances best not by copying The nation’s successes in pursuing an ICT-led what others have done elsewhere but in finding development agenda will to a large extend depend on solutions appropriate to local circumstances. So for the youths. The youths should therefore be equipped example, instead of training students on one particular with the necessary skills to help them develop and word processor such as Microsoft Word, the goal is to move the nation forward. Basic literacy of the give students a broad based understanding of word population will be playing a key role in the ICT for processors and the Graphical User Interfaces (GUIs) development process. There is therefore the need to behind them. Computer literacy should be a hands-on activity. The students’ primary focus of attention should address issues relating to the illiteracy rate of the be on the computers, not on the instructor. country. The countries that have developed made it Education policymakers in Ghana have hailed the partly through high literacy rates of their populations. introduction of Information and Communication The Malaysian and Singaporean success story can to Technology (ICT) in Ghanaian secondary schools as a some extent be attributed to those nation’s high literacy remarkable step that will contribute to knowledge rates and skilled manpower. production, communication and information sharing among students and teachers in the school system. This Population of the study: The research covered seven perception stems from assertions in the literature about [13,14] districts in the Upper East Region. Name of selected the benefits that come with ICT literacy in schools school, district and location in each region are shown in points out that ICT is a transformative tool and its full Table 2, in which the total population is 140 students. integration into the school systems is necessary to prepare students for the information society they will inherit. Contrary to the promising notion of ICT as a Sampling techniques: Two sampling techniques means of knowledge production, numerous scholars (stratified sampling and multistage sampling) were used have highlighted the need to address the numerous in the sampling process. The whole sampling process problems that the introduction of ICT will bring. was randomly done. No particular school was chosen These issues include: lack of adequate planning for for a particular purpose. All schools were considered implementation of ICT [7]; inadequate teacher training, equal in terms of infrastructures and teachers. 288 J. Math. & Stat., 5 (4): 287-297, 2009 Instrumentation: Only primary data was collected as mater in terms of computer teaching in Senior High there was no past record on the performance of students Schools, especially in the Upper East Region should in computer in schools. This was due to the fact that sit-up. computer was not an independent subject in Senior The general performance of the 140 students High Schools. The primary data was collected using an sampled in term of the new West African Senior School appropriate designed questionnaire. Certificate Examination
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